Re-Thinking Curriculum for 21st-Century Learners

Jensen, Annie Aarup; Krogh, Lone

doi:10.1007/978-94-6351-119-3_1

Cited by 9 publications

(11 citation statements)

References 5 publications

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“…Scharmer (2007), Hassan (2014) indicate that pedagogical approaches or the methods should engage students as stakeholders of the learning process in a collective learning which requires shared commitment. Variety of methods such as dialogue, field studies, interviews, narratives, technologies enhanced methods (flipped class, digital story telling) are most frequently used and still underexplored (Scharmer, 2007;Hassan, 2014;Al-Jeraisy et al, 2015;Jensen, Krogh, 2017;Richter, Courage, 2017;Stoten et al, 2018). Bovill et al (2013) indicate that co-creation usually involves negotiations and negotiated decision making.…”

Section: Identifying the Main Attributesmentioning

confidence: 99%

“…One of the interesting definitions of co-creation as an outcome of communication and teacher position is proposed by Iversen and Pedersen (2017). They refer to the writings of Scharmer ( 2007) who speaks about the relationships and communication where different modes of attention determine the quality of communication, which consequently, determines the outcome of the situation.…”

Section: Identifying the Main Attributesmentioning

confidence: 99%

“…Several trends could be identified which explain these approaches and their roots. Students' voice and agency ow to the idea of democratisation processes in education and date back to Dewy (Bovill, 2019;Jensen, Krogh, 2017). Other approaches might be explained through market-oriented and education modernisation perspective (Hartley, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Co-creation of Learning: A Concept Analysis

Kaminskienė¹,

Žydžiunaite²,

Jurgilė³

et al. 2020

European Journal of Contemporary Education

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This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept cocreation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner's agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners' empowerment were identified as the consequences of co-creation of learning.

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Section: Identifying the Main Attributesmentioning

confidence: 99%

Section: Identifying the Main Attributesmentioning

confidence: 99%

See 1 more Smart Citation

Co-creation of Learning: A Concept Analysis

Kaminskienė¹,

Žydžiunaite²,

Jurgilė³

et al. 2020

European Journal of Contemporary Education

View full text Add to dashboard Cite

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“…The current changes in society and labor markets, and the shift from industrial to information and learning economy have had a serious effect on the jobs people have and will have in the future. These changes require people to have different approach to educating the future workforce (Jensen-Krogh 2017). The early definition of Prahalad and Ramaswamy (2000) is applicable to higher education in some respects.…”

Section: Co-creation In Educationmentioning

confidence: 99%

Engaging students

Kéri¹

2020

The Challenges of Analyzing Social and Economic Processes in the 21st Century

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Consumer satisfaction has long been a question of great interest in a wide range of fields. Existing research recognizes the critical role played by student satisfaction in higher education. It has been noted that students have changing and variable needs. A considerable amount of literature has been published on the fact that higher education institutions have to react promptly and satisfy students’ needs in order to keep their students and rankings. As student satisfaction is highly dependent on teaching quality, it is essential for higher education institutions to implement new teaching methodologies. Therefore, the aim of this paper is to analyze the concept of a teaching methodology, namely co-creation, and to examine its applicability in the field of economics. With the methodology of co-creation, teachers are able to involve students into the creation of curriculum, which might enhance student involvement and increase student satisfaction.

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“…The early definition of Prahalad and Ramaswamy (2000) is applicable to higher education in some respects. Jensen and Krogh (2017) take three characteristics (or we can also call them criteria for successful co-creation) from the definition for education, which are respect for students, importance of students' active participation and their openness to contribute and create value in the educational process. According to Dollinger et al (2018), 'the process of co-creation can allow for institutions and students to work together to improve student experience and enhance students' ability to act as partners' (Dollinger 2018, p. 210).…”

Section: Co-creation In Educationmentioning

confidence: 99%

Proceedings of the European Union’s Contention in the Reshaping Global Economy

2020

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The study examines the appearance of Industry 4.0 and digitalization in the food industry that is not typically considered high-tech. Our aim was to point out that Industry 4.0 is also present in the food industry and offers many opportunities in two areas that are a particular focus of this industry: increasing traceability and food safety. During the research, we asked seven companies about their digital development and Industry 4.0 experience. We have explored the factors that drive companies to adopt digital solutions and the technologies that have been applied. Our results show that companies, not consciously moving towards Industry 4.0 but taking advantage of the opportunities offered by digitalization, are making improvements, often with a lack of workforce, eager to reach higher efficiency and thus competitiveness, as well as to serve the company's growth strategy.

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Re-Thinking Curriculum for 21st-Century Learners

Cited by 9 publications

References 5 publications

Co-creation of Learning: A Concept Analysis

Co-creation of Learning: A Concept Analysis

Engaging students

Proceedings of the European Union’s Contention in the Reshaping Global Economy

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